Northern Leyte College Inc.

Palompon, Leyte
S.Y. 2022-2023

Weekly Lesson Plan in MAPEH (Music)- GRADE 10

Quarter: 1 , Week No.: 1- 3 , Date: August 30-September 16, 2022

I. OBJECTIVES:
At the end of the lesson, the learners are expected to:
 describe distinctive musical elements of given pieces in 20th-century styles;
 explain the performance practice (setting, composition, the role of
composers/performers, and audience) of 20th-century music and;
 perform music sample from the 20th century

MELCS: relate 20th Century music to other art forms and media during the same
period; (MU10TC Ia-g-3)

II. SUBJECT MATTER:

Topic: Music of the 20th Century
Reference/ Sources: Phoenix Book (MAPEH) pg. 16-20 and Learner’s Modules
Materials: PowerPoint, Laptop, Projector and Audio materials (speaker)

III. PROCEDURE:
A. Preliminary Activity
-Prayer
-Greetings
-Checking of Attendance

B. Review
The teacher will ask the class about their topic last meeting. Through question-and-
answer strategy, the teacher asks the learners questions related to the previous topic.
The learners will raise their hand to answer, or the teacher might pick some of the
learners to respond.
Ask the students to recall the previous lesson by asking question/s.
When you were in Grade 9, you learned about Western Music and its history from the
Middle Ages to the Romantic Period. Let us go back to those eras of Music. Try to
recall the characteristics of music in the following periods:
1. Middle Ages ______________________________
2. Renaissance ______________________________
3. Baroque Period ____________________________
4. Classical Period ___________________________
5. Romantic Period ___________________________

C. Motivation
Game: “Pass the Parcel”
This classic game is often played at parties but can also be used in the
classroom to give the students a break from schoolwork.  It can be modified to make it
more interesting by having children sing or clap along with the music.
In each item, encircle the word that doesn't belong to the 20th Century Music and
identify the classification of the remaining words. (You are given 1 point for the
encircled word and 1 point for the classification.)

EXAMPLE Piano Guitar Violin BOOK MUSICAL INSTRUMENT

1. 4’33” Prepared Piano Zen Buddhism Study II _______________
2. Gruppen Kontakte Stratospheric Study II _______________
3. Varèse Debussy Stockhausen Glass _______________
4. Germany France USA India _______________
5. Harpsichord Mp3 Player Mobile Phones Mp4 _______________
How to play pass the parcel:

Start by wrapping paper.  Have the students sit in a circle and play some
music.  While the music is playing the children will sing along as they continually pass
the parcel in a clockwise direction. 
When stop the music from playing, the students holding the present gets to
unwrap one layer of wrapping paper.   The student who unwraps the last layer gets to
eat the treat or keep the toy.   If you want to make the game feel fairer, give every
student another treats when it is completed. The one got the correct answer will be the
winner.

D. Lesson Proper:
 Activity
“YOU GOT ME FEELING EMOTIONS” – LISTENING ACTIVITY
Instructions: The teacher will play sample music from the Medieval, Renaissance and
Baroque Periods. The learners will then identify the mood of the song or how they feel
about each of the songs. The teacher will encourage the learners to give as many
adjectives as possible to describe how they feel about it.
SONG 1: Ballet Petrouchka
https://www.youtube.com/watch?v=kK5AohCMX0U&t=26s

SONG 2: Verklarte Nacht

https://www.youtube.com/watch?v=Xq2WTXtKurk

SONG 3: Rhapsodie Espagnole

https://www.youtube.com/watch?v=mFWQgxXM_b8

 Analysis
Learners are asked on their insights about the activity performed; the questions will
possibly lead learners to guess the topic or lesson for the day. Moreover, HOTS
questions, are also incorporated in the activity as follows:
1. Which music were you familiar with?
2. Where did you hear it before?
3. How were you able to come up with the words that describe the song just by
listening to it?

Abstraction
MUSIC OF THE 20th CENTURY
As you continue your journey through the ages of music, you will get a view of how
music has developed into what it is today. The First Quarter Covers Music of the 20th
Century, which is also known as Contemporary Music. You will discover different
movements in this period, meet the different composers, and observe their distinct
techniques and styles.

IMPRESSIONISM
As the world entered the 20th century, a new era in music was introduced, and
impressionism was one of the earliest musical forms that paved the way to this modern
era. Impressionism is a French movement in the late 19th and early 20th centuries. The
sentimental melodies and dramatic emotionalism of the preceding Romantic Period,
whose themes and melody are easy to recognize and enjoy, were being replaced in
favor of moods and impressions.

CLAUDE DEBUSSY (1862–1918)

Claude Debussy was one of the most influential and leading composers of the
20th century. He was the principal exponent of the impressionist movement and the
inspiration for other impressionist composers. He reformed the course of musical
development by eradicating traditional rules and conventions into a new language of
possibilities in harmony, rhythm, form, texture, and color. He was born on August 22,
1862 in a small town called St. Germain-en-Layein in France. He was known as the
"Father of the Modern School of Composition" and made his impact on the styles of the
later 20th-century composer like Igor Stravinsky.
Debussy's mature creative period was exemplified by the following works:
• String Quartet Claire de Lune (Moonlight)
• La Mer (1905) Première Arabesque
In the field of visual arts, Debussy was influenced by Monet, Pissaro, Manet, Degas,
and Renoir; and from the literary arts by Mallarme, Verlaine, and Rimbaud. Most of his
close friends were painters and poets who significantly influenced his works. On March
25, 1918, he died of cancer at the height of the First World War in Paris.

MAURICE RAVEL (1875–1937)

Joseph Maurice Ravel was born in Ciboure, France, to a Basque mother and a
Swiss father. At age 14, he entered the Paris Conservatory, where he was musically
nurtured by a prominent French composer, Gabriel Faure. The compositional style of
Ravel is mainly characterized by its distinctively innovative but not atonal style (music
that is written in a way that is not based on any key) of harmonic treatment.
His works are defined with intricate and sometimes modal melodies and extended
chordal components. It demands considerable technical virtuosity from the performer,
which is the character, ability, or skill of a virtuoso—a person who is exemplary in
musical technique or execution.
Ravel's works include the following:
• Pavane for a Dead Princess (1899)
• String Quartet (1903)
• Sonatine for Piano (c.1904)
• Rhapsodie Espagnole
• Bolero
Ravel was a perfectionist and every bit a musical craftsman. He strongly adhered to the
classical form, specifically its ternary structure. A strong advocate of Russian music, he
also admired the music of Chopin, Liszt, Schubert, and Mendelssohn. He died in Paris
in 1937.
Features of Impressionism music are as follows:
• The use of "color," or in musical terms, timbre, which can be achieved through
orchestration, harmonic usage, texture, etc. (Timbre is known as the tone color or tone
quality)
• New combinations of extended chords, harmonies, whole tone, chromatic scales, and
pentatonic scales emerged.
• Impressionism was an attempt not to depict reality, but merely to suggest it.

EXPRESSIONISM
The term "Expressionism" was originally used in visual and literary arts. It was
probably first applied to music in 1918, especially to Schoenberg because, like the
painter Wassily Kandinsky (1866–1944), he veered away from "traditional forms of
beauty" to convey powerful feelings in his music. Features of expressionism music are
as follows:
• a high degree of dissonance (dissonance is the quality of sounds that seems unstable)
• extreme contrasts of dynamics (from pianissimo to fortissimo, very soft to very loud)
• constant changing of textures
• "distorted" melodies and harmonies
• angular melodies with wide leaps

ARNOLD SCHOENBERG (1874–1951)

Arnold Schoenberg was born on September 13, 1874, in a working-class suburb
of Vienna, Austria. He taught himself music theory but took lessons in counterpoint. His
works were greatly influenced by the German composer Richard Wagner as evident in
his symphonic poem Pelleas et Melisande, Op. 5 (1903), a counterpoint of Debussy's
opera of the same title.
His works include the following:
• Verklarte Nacht
• Three Pieces for Piano, op. 11
• Pierrot Lunaire
IGOR STRAVINSKY (1882–1971)
Stravinsky was born in Lomonosov, Russia on June 17, 1882. In his early music,
he reflected the influence of his teacher, the Russian composer Nikolai Rimsky-
Korsakov. But in his first notable composition, "The Firebird Suite (1910)," his skillful
handling of material and rhythmic inventiveness went beyond anything written by his
Russian predecessors. His musical style added a new flavor to his nationalistic musical
style. The Rite of Spring (1913) was another superb work showcasing his new
technique.
Acclaimed works by Stravinsky includes:
• Ballet Petrouchka (1911)
• The Nightingale (1914)
• Three Tales for Children (1917)
• Pulcinella (1920)
• Duo Concertant (1932)
• The Rake's Progress (1951)
Stravinsky wrote approximately 127 works, including concerti, orchestral music,
instrumental music, operas, ballets, solo vocal, and choral music. Concerti or concerto
is a musical composition for a solo instrument or instruments accompanied by an
orchestra, especially one conceived on a relatively large scale. He died in New York
City on April 6, 1971.

 Application
The most remarkable composition of Debussy is Claire De Lune. Have you
watched the Hollywood movie hit Twilight Saga? Try to recall its sentimental
soundtracks. One of them is Claire De Lune! Would you like to listen to it once again?
Play from the accompanying CD Track 1 (Claire de Lune), or you can access it at
https://www.youtube.com/watch?v=CvFH_6DNRCY.
While listening to the track, answer the following guide questions. Use a separate sheet
of paper.
Ravel's defining composition is "Bolero." Bolero is a one-movement orchestral
piece which was premiered in 1928. Play from the accompanying CD Track 2 (Bolero)
or you can access it at https://www.youtube.com/watch?v=b5V31O8ll14
One of the most significant compositions of Schoenberg is Three Piano Pieces,
Op. 11. This musical piece was the first composition ever to dispense completely with
"tonal" (counterpart of atonal) means of organization. Play from the accompanying CD
Track 3 (Three Piano Pieces). Alternatively, you can access it at
https://www.youtube.com/watch?v=xrjg3jzP2uI.
While listening, answer the following guide questions on a separate sheet of paper:

REFLECTION:
• What musical instrument is being played?
• How did the music affect your mood or feelings in terms of the general atmosphere of
the piece?
• What feelings or emotions does the music evoke?
• What genre of a movie can this music be used?
• What moment in your life does this music remind you of?

IV. EVALUATION:
I. Multiple Choice. Identify what is being described in the following statements.
Encircle the correct answer.
1. He is one of the most important and influential composers of the 20th century.
A. Ravel C. Beethoven
B. Debussy D. Schoenberg

2. He changed the course of musical development by dissolving traditional rules and

conventions into a new language of possibilities in harmony, rhythm, form, texture, and
color.
A. Ravel C. Beethoven
B. Debussy D. Schoenberg
3. He was an Austrian-born American composer and a music theorist.
A. Schoenberg C. Debussy
B. Stravinsky D. Bartok

4. His skillful handling of material and rhythmic inventiveness went beyond anything
composed by his Russian predecessors.
A. Schoenberg C. Debussy
B. Stravinsky D. Bartok

5. He was acknowledged for establishing the twelve-tone system.

A. Schoenberg C. Debussy
B. Stravinsky D. Bartok

6. His works were met with extreme reactions, either strong hostility from the public or
enthusiastic acclaim from his supporters.
A. Schoenberg C. Debussy
B. Stravinsky D. Bartok

7. It is a music that uses the tape recorder.

A. Musique Concrete C. Magnetic Tape
B. Cassette Disk D. Cassette Deck

8. He is an "innovative French-born composer."

A. Edgard Varèse C. John Cage
B. Karlheinz Stockhausen D. Mario Davidovsky

9. He is a central figure in the realm of electronic music.

A. Edgard Varèse C. John Cage
B. Karlheinz Stockhausen D. Mario Davidovsky

10. His music was initially met with resistance due to its heavy atonal content with no
clear melodic or rhythmic sense.
A. Edgard Varèse C. John Cage
B. Karlheinz Stockhausen D. Mario Davidovsky

II. Essay. Below are statements about 20th Century Music. Choose one from the
following statements and express your ideas about it.
• Music during the 20th Century became readily available to the masses because of
technology.
• Musical styles that were prohibited during the earlier times became accepted in the
20th Century.
• 20th Century is an era of varied musical styles.

III. Perform an experiment creating 20th Century Music System. Choose one from
the activities below.

1. Chance Music – Ask three family members to join you in this activity and do the
following:
a. Prepare a dice or draw lots with six numbers.
b. Roll the dice four times or draw a number 4 times and record the numbers that will
appear. Out of these numbers, prepare a rhythmic pattern in each number.
c. From the rhythmic pattern, randomly choose any materials available in your house
like plastic bottles, books, paper, pen, etc.
d. Assign a number to every material. Organize all the materials with the corresponding
rhythmic pattern.
e. Record your performance on your cellphone.

2. Electronic Music – Create a short electronic music piece using your knowledge of
20th-century musical styles. Save in mp3 format with the file name in this manner:
(ELECTRONIC MUSIC) (YOUR COMPLETE NAME). Example: ELECTRONIC MUSIC
JUAN DELA CRUZ.
Below are the rubrics to be used in evaluating your performances.
Holistic Rubric for the Essay (5 points)
5 points– The main idea is well-focused and properly developed by relevant, accurate,
and substantial evidence.
4 points – The main idea is clearly presented with relevant and accurate supporting
evidences.
3 points – The main idea is understandable but with minimal supporting evidence
2 points – The main idea is present but not well expressed with slightly inconsistent
evidence
1 point – There is no clear main idea which the essay revolves on, and the supporting
ideas are inconsistent

V. ASSIGNMENT/ AGREEMENT:

COMPLETE THE TABLE BELOW

List down all composers, including their style and works.

Prepared by:
Shamaica E. Surigao
MAPEH Teacher

Checked and approved by:

Celso C. Raymundo Sr.
School Director-Principal